Knowledge retention and usefulness of simulation exercises for disaster medicine - what do specialty trainees know and think?

Abstract

Introduction: Disaster medicine education is an important but often neglected part of Emergency Medicine (EM) specialty trainees' curriculum. It is especially neglected in limited resource environments (1), which, owing to poor infrastructure generally, are more likely to be affected by disasters than better resourced environments. Disaster medicine cannot be taught solely in a classroom and various methods are required to teach practical concepts. This study aims to look at Emergency specialty trainees' perception of high-fidelity simulation and their needs with regards to Disaster Medicine Education. Methods: This was a prospective cross-sectional cohort study involving 27 EM specialty trainees from the University of the Witwatersrand, who, participated in a high-fidelity simulation and were given a questionnaire before and after the exercise. The questionnaire consisted of theory questions relating to disaster medicine as well as Emergency Specialty trainee's perception and needs towards disaster medicine education. Results: High fidelity simulation does not increase theoretical knowledge of Disaster Medicine but it does increase perceived confidence. EM specialty trainees seek yearly training, beginning in their first year and choose high fidelity simulation as their preferred method of training. Conclusion: High fidelity simulation is crucial to increasing the confidence of EM specialty trainees during their training. More research is needed to develop core competencies and methods of evaluating training.

Keywords

• Disaster medicine
• Simulation
• Education